Komunikatīvā pieeja dzimtās valodas didaktikā: daži teorijas un prakses aspekti

The article focuses on the usage of communicative approach as a kind of language acquirement tool at the choice of learning content during the process of mother tongue learning/teaching in comprehensive school. Based on theoretical justification of the communicative approach, it is essential to distinguish two interconnected subsystems. One of these is the choice of linguaculturally oriented themes, which is targeted at the abilities and needs of students letting to distinguish correlations between language and culture, language and world outlook connections. The second one — the learning content planned to language competence acquirement that without violation of language logic allows one acquire knowledge of the language system, levels, functions, skills to speak and write according to the rules, the ability to analyze written or oral text, knowledge about possibilities how to use all units of language to express and pass on own thoughts, formation of attitude towards own or other person’s written or oral texts. In the context of communicative competence special attention is dedicated to the fact that it is not set against the structural approach, but the other way round — it should be emphasized that it also integrates balanced and creative usage of elements of structural approach. The process of learning/ teaching of one’s mother tongue cannot be limited only to acquirement of communicative grammar. A mother tongue user must have wide knowledge about the language system, facts of language development and political processes that are going on in the society as well, and skills to employ this knowledge within intercultural dialogue.